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 Slide Show from "Mentoring Aboriginal Youth: The Path to Programming " PresentationBy Karen EdwardsFunding:
Project Details:
Advisory group included community representatives, BBBS, Alberta government, ACADRE, and CUP. Participants were individuals experienced in developing, implementing or administering programs for Aboriginal youth from various locations across Canada. All participants were Aboriginal but one and all were program developers and all experienced leaders and role models. Slide 3: Western Mentoring Approaches:
BBBS mission statement is to be a community-supported, mentor based organization committed to the healthy development of children in need and their families through provision of quality, one-to-one volunteer relationships and related programs. Slide 4: Aboriginal Approaches to Mentoring:
The entire community is responsible for raising the children not one single family unit. Holisitic worldview that is a balance of mental, spiritual, emotional and physical. Slide 5: Voices in the Community: Mentoring is a word not normally used in Aboriginal Communities. "We all teach, we all guide. We may not define it as [mentoring]... but in essence we are." This statement sets the stage for the findings from the interviews and focus groups. The concept of mentoring is brought to life very differently in the Aboriginal community. It is engrained in the fabric of Aboriginal community, culture and programs. Like to acknowledge the words of all the participants in this study and thank them for their participation and wisdom that will follow in the discussion of the research findings. 2 major themes that emerged from the data that provided direction for the development of mentoring programs for Aboriginal children and youth, one concerning the nature of community and culture and the other involving challenges and solutions for mentoring programs. Slide 6: Nature of Community and Culture
“We need to design and develop a life skills program for families.” The residential schooling experience has changed the family dynamic. Participants saw the strength that Aboriginal mentoring programs could have in enhancing traditional values and healthy living patterns. “Youth need to positively identify with community. They need to feel like they have a connection that builds a sense of belonging.” Awareness of proper protocol is important in conveying respect when developing such programs. Also, a need for community and youth ownership over the program. “Often times it’s not so much what you do but how you do it [that determines] how much success you’ll have.” Aboriginal community advisory groups need to be involved in the program development. Aboriginal mentors were also emphasized by participants. Slide 7: Considerations for Mentoring Programs:
Typically, western mentoring programs have a rigorous screening, matching, monitoring and training standards must always be maintained to ensure the safety of children involved in these programs. Recruitment and screening need to be culturally appropriate in order to expand the number of Aboriginal mentors; criteria for inclusion of people who have recovered from addictions or criminal activities may have relevant experiences to share. There is a need to train more appropriate role models in the community through the participation of current role models. Slide 8: Considerations for Mentoring Programs:
As stated earlier there is strong link to interactive learning and recreation was emphasized as an effective method for youth mentoring. Eg. School based recreation program where young people can get together with adult supervision to model positive relationships. “You have a group of young people and a peer dynamic here but you also have adults teaching them how to interact with each other. It’s an informal relationship. Its not a one on one.” Due to the scarcity of adult role models, participants suggested that young people could serve as peer mentors. Transportation is needed for those who are very busy caring for large extended families and may not have the leisure to get their kids to a mentoring type program. Slide 9: Outcomes: Practice and Policy Alberta Mentoring Partnership
BBBS approached AAND and Youth Strategies for Children's Services for funding to demonstrate the learnings from the research in practice. This was originally one pilot and has now turned into four. The pilots are all in the beginning phases of setting up advisory groups to oversee the development of the individualized programs. The pilot communities develop their own advisory groups that work closely with a representative from Alberta Mentoring Partnership and Alberta Children Services as support services. Each pilot will be as unique as the community that creates it. Evaluation will be conducted throughout the development process in order to capture the learnings of a unique process. Slide 10: Outcomes: Practice and Policy:
BBBS is sharing their pilot process and outcomes at a national level. Liz O’Neill is in the crowd here somewhere and she can answer more specific questions about the outcomes that are taking place and also the direction some of the pilots are taking at the present time.
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